• 


Detroit  Public  Schools 

Department  of  Instruction, 

Normal  Training  and 

Research 


Suggestions  for  Teachers  in 

Evening  Elementary  Schools 


PUBLISHED  BY   THE  AUTHORITY  OF  THE 

BOARD  OF  EDUCATION 

CITY  OF   DETROIT 

1920 


THESE  Suggestions  for  Teachers  in  the 
Evening  Elementary  Schools  were  pre- 
pared by  Nina  J.  Beglinger,  Supervising  In- 
structor, Detroit  Teachers  College,  and  copy- 
righted by  her  in  1920  for  the  City  of  Detroit. 


Detroit  Public  Schools 

« 

Department  of  Instruction, 

Normal  Training  and 

Research 


Suggestions  for  Teachers  in 

Evening  Elementary  Schools 


PUBLISHED  BY    THE  AUTHORITY  OF  THE 

BOARD  OF  EDUCATION 

CITY  OF    DETROIT 

1920 


FOREWORD 

This  booklet  of  suggestions  is  intended  primarily  for  the  use  of 
those  who  teach  adult  foreigners  in  the  Evening  Elementary 
Schools  of  Detroit.  To  a  certain  extent  they  are  the  outgrowth  of 
the  work  done  in  the  Detroit  schools  during  the  year  1919-20,  and 
have  been  made  possible  through  the  co-operation  of  the  teachers 
and  principals  of  the  Evening  Elementary  Schools.  However,  the 
suggestions  should  prove  of  value  to  those  who  teach  English  to 
adult  foreigners  anywhere. 

The  booklet  contains  a  brief  description  of  the  aims,  conditions, 
methods  and  material  of  the  work  with  adult  foreigners.  It  pre- 
sents in  concrete  form  information  that  will  assist  the  teacher  in 
making  a  wise  choice  of  methods  and  material  to  meet  the  needs 
of  the  particular  group  for  which  he  is  responsible. 


451.247 


••'.«.•'••  •*» 


PART  I 

AIMS 

The  specific  aim  of  every  teacher  should  be  service  .  Through 
service  she  aims  to  free  in  the  individual  those  latent  forces  that 
contribute  to  his  development  and  augment  his  value  to  the  com- 
munity. 

The  immediate  aim  in  teaching  English  to  foreigners  is  utili- 
tarian.  First,  the  pupil  must  become  able  in  the  shortest  possible 
time  to  make  his  needs  known  in  English.  He  must  acquire  a 
speaking  knowledge  of  the  language,  with  a  mastery  of  reading 
contemporaneously  or  closely  following.  The  ability  of  self- 
expression  through  writing  will  develop  with  the  ability  to  read  if 
the  teaching  unit  is  complete.  There  must  be  also  a  discerning 
choice  in  material.  The  content  of  the  lessons  must  coincide  with 
the  social  and  economic  need  of  the  individual. 

The  ultimate  aim  is  to  give  the  alien  the  English  language  as 
ran  avenue  to  things  American.     It  is  only  through  the  medium  of 
\English  that  the  foreign  born  can  enter  into  a  full  understanding 
and  appreciation  of  our  institutions,  be  they  political  or  social,  edu- 
cational or  cultural.     The  more  advanced  lessons  should  contain 
information  that  will  give  the  pupil  an  understanding  of,  and  re- 
spect for,  the  country  that  is  to  be  his  country  by  adoption. 

CLASSIFICATION 

A  careful  classification  of  pupils  is  of  first  importance.  A 
teacher  cannot  do  good  work  with  a  group  made  up  of  pupils  in  a 
dozen  different  degrees  of  advancement. 

Classes  should  be  kept  small  enough  to  permit  of  a  reasonable 
amount  of  individual  instruction.  The  maximum  enrollment  for 
good  work  in  a  beginners'  class  should  be  twenty.  The  maximum 
in  a  more  advanced  class  may  be  thirty. 

In  forming  classes  certain  unit  groupings  are  advisable.  A 
common  basic  need  enables  the  teacher  to  select  method  and  ma- 
terial to  meet  that  need.  A  second  point  for  consideration  is  the 
probable  rate  of  advancement  of  the  group  as  a  unit.  Even  in 
most  carefully  selected  classes,  the  individual  pupils  advance  with 
widely  varying  degrees  of  rapidity.  In  classes  where  literates  and 
illiterates  are  given  the  same  instruction  by  the  same  methods, 
one  or  the  other  must  suffer  a  grave  injustice.  Such  situations 
must  be  provided  for  or  guarded  against. 

The  general  system  of  classification  may  be  made  from  the  as- 
sumption that  the  average  adult  will  progress  with  double  the 


rapidity  of  the  child.  In  Detroit  schools  there  are  four  general 
classifications  to  include  those  pupils  below  the  ninth  grade.  They 
are  divided  as  follows : 

1.  \  English  speaking 
(a)    Illiterates  (subdivided) .  .  .  . 

2.  Non-English  speaking 
P-I. 

{1.    English  speaking 
2.    Non-English  speaking 

F-II.        Those  meeting  F-I.  requirements  for  promotion   (see  Part 

IV). 

F-I II.      Those  meeting  F-II.  requirements  for  promotion  (see  Part 
IV). 

F-IV.       Those  meeting  F-III.  requirements  for  promotion  (see  Part 
IV). 

Note:  Subdivisions  based  upon  age,  sex,  etc.,  may  be  made  if  conditions 
warrant.  Good  work  can  be  done  with  a  class  consisting  of  two  grades 
of  advancement  in  case  numbers  will  not  permit  of  a  unit  classification. 

General  Suggestions  for  Daily  Program 

20  minutes  oral  work.  25  minutes  reading,  silent  or  oral. 

Conversation,  greetings,  etc.,  Texts,  the  m  e  s,  signs,  special 
and  to  develop  theme.  topics;  5  minutes  to  summarize. 

10  minutes  phonic  drill  or  physical  exercises. 
15  minutes  oral  citizenship  topics. 

Conversation  to  develop  subject ;  theme  forms. 
15  minutes  writing,  copy,  dictation,  filling  blanks,  etc.,  based 
upon  foregoing  topics  or  grammatical  needs. 

5  minutes  to  summarize. 
Note:  These  suggestions  refer  to  time  divisions  only. 

TEACHER   PREPARATION 

No  teacher  is  thoroughly  effective  until  he  is  really  acquainted 
with  the  pupil  with  whom  he  works.  He  should  be  able  to  discuss 
intelligently  with  him  the  problems  of  his  homeland  experiences. 
He  should  know  what  topics  to  avoid  because  of  painful  associa- 
tions. He  should  know  what  lies  back  of  the  man  who  says,  "I 
am  a  Slovak.  I  come  from  upper  Hungary."  The  teacher  who 
knows  som-ething  of  the  past  of  a  foreigner's  homeland,  of  its  tra- 
ditions, its  customs,  its  heroes  and  their  ideals,  wins  his  confidence 
at  once.  There  is  a  common  ground  for  the  establishment  of  sym- 
pathy and  understanding.  The  teacher  is  then  able  to  open  the 
avenue  for  the  contribution  to  the  community,  of  the  hidden  wealth 
of  individual  development  brought  to  us  from  foreign  shores.  Add 


to  this  a  masterful  understanding  of  the  pupil's  problems  of  today 
and  how  to  meet  them  and  you  have  the  means  to  establish  a  com- 
plete confidence.  In  the  learning  of  English,  as  well  as  in  its 
teaching,  there  will  be  a  genuine  satisfaction. 

As  has  been  stated,  even  carefully  classified  groups  will  vary  in 
the  rate  of  progress  of  different  pupils.  Perhaps  the  most  far- 
reaching  cause  of  this  difference  is  the  student's  previous  experi- 
ences and  development  or  the  limitations  along 'these  lines. 

Two  teachers  with  precisely  the  same  training  as  to  methods, 
teaching  like  material  to  groups  of  the  same  classification,  may 
differ  greatly  as  to  the  rapidity  with  which  their  groups  advance. 
The  reason  for  retardation  may  usually  be  traced  to  one  of  two 
things — the  teacher  who  fails  may  have  selected  a  method  unsuited 
to  meet  the  needs  of  the  group  or  she  may  not  have  made  specific 
preparation  in  order  to  realize  her  aim  in  development  and  solu- 
tion of  the  problem. 

METHODS 

The  adult  alien  in  our  schools  has  been  treated  like  a  child. 
Children's  methods  have  been  used  in  his  instruction.  Such 
methods  are  frequently  at  variance  wtih  the  situation  to  be  met. 
There  must  be  a  definite  recognition  of  the  fact  that  one  is  dealing 
with  adults  and  not  with  children. 

The  adult  has  developed  certain  elements  in  his  character  that 
the  child  does  not  possess.  The  child  is  naturally  a  destructive 
individual.  His  education,  if  it  is  to  be  worth  while,  must  consist 
of  various  experiences  that  will  develop  him  from  a  destructive 
being  to  a  constructive  one.  He  must  develop  habits  of  self-con- 
trol, self-direction  and  the  power  to  estimate  his  own  effective- 
ness. The  adult  comes  to  us  with  these  attributes  developed.  His 
constructive  ability  is  mature.  He  reasons,  he  measures,  he  passes 
judgment.  He  may  know  but  little  of  the  technique  of  method, 
but  when  applied  to  his  own  problems  he  is  a  very  critical  judge 
of  its  effectiveness.  He  will  work  on  any  problem  that  will  pro- 
duce results  in  harmony  with  his  needs. 

There  are  many  avenues  to  the  human  mind.  The  ear,  the  eye 
and  the  hand  are  the  most  important.  Transmitted  oral  ideas  are 
received  through  the  avenue  of  the  ear  and  reproduced  orally 
through  the  organs  of  speech.  Printed  words  are  usually  trans- 
mitted through  the  avenue  of  the  eye  and  may  be  reproduced  by 
both  organs  of  speech  and  hands.  In  the  mastery  of  a  language, 
the  proper  use  of  the  various  avenues  and  their  relative  importance 
to  the  realization  of  an  immediate  aim  should  be  clearly  understood. 

In  teaching  any  subject,  memory  work  should  be  reduced  to  a 
minimum.  Facts  that  must  be  memorized  (sounds  and  their  sym- 
bols, elements,  prefixes,  suffixes,  etc.)  must  be  so  related  to  con- 
crete situations  that  these  shall  form  a  basis  for  their  recall. 

DRAMATIZATION  AND  OBJECT  METHODS 
(Direct) 

In  teaching  those  who  speak  no  English  whatever,  the  direct 
method  should  be  emphasized.  The  pupil  should  think  the  word 
when  he  sees  the  object  or  sees  the  action.  The  intermediate  step 


of  translation  should  be  avoided.  At  first  the  teacher  may  not  feel 
able  to  get  results  by  this  method  because  the  adult  foreigner  is 
usually  secure  in  the  belief  that  he  must  depend  upon  a  transla- 
tion. When  the  pupil  is  convinced  that  the  better  way  is  to  learn 
to  think  in  English,  he  will  come  in  time  to  eliminate  the  waste  in 
mental  translation. 

The  psychological  unit  in  the  mastery  of  the  language  is  the 
sentence.  Words  incorporated  in  complete  units  of  thought  form 
a  basis  of  interest.  Themes  should  have  the  element  of  sequence 
in  time  or  information. 

Dr.  Goldberger,  in  his  "How  to  Teach  English  to  Foreigners," 
has  developed  the  idea  of  the  unit  of  the  sentence  in  his  discussion 
of  the  Guoin  or  Theme  Method.  In  the  presentation  of  the  theme 
dramatization  plays  an  important  part.  Objects,  pictures  (wisely 
chosen),  and  dramatization  must  have  a  definite  place  as  devices 
in  working  with  those  who  are  acquiring  a  vocabulary.  He  says : 
"The  verb  is  the  living  center  around  which,  in  the  phrase,  gavi- 
tate  all  nouns,  whether  subject  or  complement,  with  all  their  train 
of  prepositions  and  adjectives."  Verbs  easily  dramatized  should 
be  selected  for  early  lessons,  as,  even  with  that  advantage,  the 
teacher  will  find  his  pathway  obstructed  by  difficulties-. 

Authorities  differ  as  to  the  sequence  in  which  the  various  ele- 
ments of  the  sentence  are  to  be  presented.  The  majority  favor  the 
presentation  of  the  verb  first,  claiming  that  it  automatically  con- 
nects with  it  the  subject  and  predicate.  In  over  a  hundred  test 
cases  the  group  has  reacted  to  and  retained  the  language  of  the 
sentence  in  less  time  and  with  better  results  when  the  subject  and 
the  complement  were  mastered  first  by  the  direct  method  and  then 
connected  or  united  in  the  complete  thought  by  the  dramatization 
of  the  verb.  Either  method  should  give  satisfactory  results  if 
properly  handled,  and  the  choice  may  be  left  to  the  teacher. 

Gouin  defines  a  theme  as  "A  general  act  defined  by  a  series  of 
particular  acts."  Using  his  concept  of  a  theme,  the  first  step  to- 
wards the  development  of  a  theme  will  be  the  selection  of  a  prac- 
tical situation  about  which  to  build.  The  second  point  for  con- 
sideration is  the  choice  in  language  to  be  employed.  Other  points 
are  the  length  of  the  theme,  its  sequence  in  time,  or  cause  and 
effect,  and  the  details  of  presentation.  The  wise  teacher  will  use 
language  that  can  be  concretely  applied,  verbs  easily  dramatized 
and  sentences  having  a  clearly  defined  sequence.  A  theme  for  be- 
ginners should  have  no  more  than  six  to  eight  short  sentences. 
First  sentences  should  contain  no  clauses  and  the  use  of  phrases 
should  be  Hmited.  The  following  is  an  example  of  a  theme  taught 
in  one  of  the  Detroit  schools : 

I  put  on  my  coat. 

I  put  on  my  hat. 

I  pick  up  my  book. 

I  go  to  the  door. 

I  open  the  door. 

I  say,  "I  am  going  to  school."  * 

Note:  Words  were  demonstrated  in  connection  with  objects,  verbs  were 


if ;., 

dramatized  and  in  each  case  the  verb  was  made  clear  by  several  demonstra- 
tions. In  the  case  of  open,  the  books  were  opened,  the  windows  were 
opened  as  well  as  the  door. 

The  steps  in  the  presentation  were  as  follows : 

Teacher  Pupil 

1.  Shows  object  or  picture  1.  Sees  and  comprehends. 

or 
Dramatizes. 

2.  Says  the  word.  2.  Hoars. 

Understands. 
Reproduces. 

3.  Repeats  the  word.  ?.  Repeats  in  unison. 

Repeats  individually. 

4.  Writes  and  reads  aloud.  4.  Repeats  as  written. 

5.  Copies.     Reads  from  copy. 

At  this  stage  in  the  experience  of  the  pupil,  the  teacher's  main 
endeavor  should  be  directed  toward  building  up  a  vocabulary. 

The  oral  work  is  carried  far  beyond  the  material  used  in  the 
theme  proper.  In  conversational  work,  the  pronouns  arc  changed, 
using  those  of  first,  second  and  third  person.  Verb  forms  to  cor- 
respond with  person  and  number  are  involved  and  a  brief  drill  in 
tense  may  be  given.  Remember,  however,  the  aim  is  to  develop 
conversational  ability  and  not  grammar  as  a  science.  No  great 
stress  is  placed  upon  free  dictation  in  writing  at  this  time.  De- 
velop orally  such  sentences  as  "I  put  on  my  coat,"  "You  put  on 
your  coat,"  "He  puts  on  his  coat,"  etc.  Drill  on  present  and  past 
tenses. 

Present  Tense  Past  Tense 

I  put  We  put  I  put  We  put 

You  put  You  put  You  put  You  put 

He  puts  They  put  He  put  They  put 

I  open  We  open  I  opened  We  opened 

You  open  You  open  You  opened        You  opened 

He  opens  They  open  He  opened  They  opened 

Remember  that  the  specific  aim  in  using  this  method  is  to  de- 
velop conversational  ability.  Lead  through  to  personal  experiences, 
to  dramatizations,  etc.,  as  the  work  progresses.  A  vocabulary 
cannot  be  developed  save  through  the  laws  of  growth,  stimulated 
by  constant  use.  Each  evening  the  conversation  should  include  the 
vocabulary  of  the  preceding  lessons  until  fluency  is  attained.  Re- 
member also  that  this  method  ceases  to  be  useful  when  the"  pupil 
can  speak  English. 

Note:  The  value  of  the  material  taught  depends  upon  the  extent  to  which 
it  meets  the  present  needs  of  the  pupil. 


METHODS  FOR  PRESENTING  MATERIAL  FOR  A  SPEAK- 
ING VOCABULARY 
(To  be  used  with  pupils  who  speak  no  English-) 

[Pictures 
Objective  language         <|  Objects 

[  Dramatization 

Subjective  language Conversational    repetition   with  proper  ap- 
plications 
Figurative  language Comparisons,  substitutions. 

METHODS  FOR  PRESENTING  MATERIAL  FOR  READING 

AND  WRITING 

(To  be  used  with  pupils  who  speak  some  English.) 

Direct  constructive  method  (applies  to  objective,  subjective  and 
figurative  language). 

Note:  All  devices  used  in  Guoin  Method  may  be  used  to  enrich  the 
vocabulary. 

THE   DIRECT   CONSTRUCTIVE   METHOD 

The  constructive  method  is  based  upon  the  concept  of  the  lan- 
guage as  a  unit  having  in  its  construction  certain  elements  whose 
recognition  will  prove  instrumental  to  ,a  mastery  of  the  whole. 

The  adult  has  developed  certain  elements  in  his  character  that 
form  a  basic  foundation  upon  which  future  construction  in  educa- 
tion may  be  erected.  .  Together  with  his  general  experiences  he 
has  developed  in  himself  the  so-called  constructive  ability.  (Note 
his  economic  value.)  He  can  and  will  work  on  projects  that  are 
directly  constructive.  He  wants  to  see  an  immediate  application 
of  his  newly  acquired  knowledge.  He  will  therefore  work  on  drill 
projects  that  produce  results.  He  measures  his  own  advancement 
by  the  results  secured,  and  he  will  not  spend  his  evenings  for  any 
length  of  time  where  he  notes  no  progress.  The  direct  construc- 
tive method  is  designed  to  meet  this  particular  situation. 

The  drills  consist  of  a  series  of  exercises,  each  based  upon  a 
general  rule  in  the  elements  of  the  English  language.  The  final 
unit  differs  from  the  preceding  units  in  that  it  aims  to  cover  the 
most  troublesome  exceptions  to  the  general  rules.  In  the  tabula- 
tion of  the  main  elements  in  the  construction  of  the  English  lan- 
guage there  is  no  intention  of  giving  them  as  teaching  units.  They 
are  arranged  as  units  so  that  the  teacher  may  include  in  his  teach- 
ing the  most  important  elements. 

As  soon  as  the  first  drills  are  mastered  the  theme  material  should 
be  given  freely.  The  teacher  may  construct  themes  based  upon 
the  reading  vocabulary  taught.  All  words  in  the  language  coming 
under  the  particular  constructural  class  of  words  drilled  upon, may 
be  introduced  without  drill, 

Note:  Do  not  teach  useless  words.  Make  sure  that  your  class  knows  the 
meaning  of  words  taught.  Do  not  ask  for  definitions.  Ask  for  illustrative 
sentences. 


Elements  for  drill  include  the  following : 

(Sample  drill  lessons  based  upon  these  units  are  to  be  had  upon 
application.) 

I.  Sounds  of  selected  consonants  and  families. 

II.  Names  of  vowels  and  how  to  recognize  the  sounds  of  same 
from  the  use. 

1.  Single   consonant   following   a   single   vowel. 

2.  Double  vowel  or  two  vowels  together. 

3.  Effect  of  terminal  e. 

III.  Digraphs,  trigraphs  and  diphthongs. 

IV.  Suffixes  and  prefixes. 
V.     Exceptions. 

Material  in  lessons  taught  should  be  so  planned  as  to  cover  appli- 
cations of  drill  material.  Content  should  not  sacrifice  material  to 
method,  however.  In  the  first  few  lessons  the  reading  material  is 
planned  to  serve  as  a  test  of  the  mastery  of  the  drill  material.  A 
lesson  and  the  method  for  presenting  the  drill  and  following  it  by 
the  reading  test  for  application  follows:  It  is  aimed  to  cover  a 
part  of  the  material  classified  as  unit  one. 

Unit  I. 

Lesson  I. 

Drill  Material. 

c  an  the 

m  all  me 

you 

I 

Test  for  Recognition. 

I 

I  can  call  you. 
You  can  call  me. 
The  man  can  call  you. 
The  man  can  call  me. 
I  can  call  the  man. 
You  can  call  the  man. 

II 

The  man  can  call  me. 
You  can  call  the  man. 
I  can  call  the  man, 
I  can  call  you. 
The  man  can  call  you, 

METHODS  OF  PRESENTATION 

Certain  elements  in  construction  must  be  given  to  the  pupil, 
The  motivation  of  this  work  is  already  established  in  the  known 
desire  evidenced  by  his  presence.  The  work  of  the  teacher  is  to 
direct  his  attention  to  the  things  that  he  must  know  in  order  to 

10 


accomplish  his  object.  Test  sentences  may  be  placed  upon  the 
board  at  the  beginning  of  the  drill  period.  When  ready  to  begin 
the  work;  the  teacher  may  ask  for  volunteers  to  read  the  sentences, 
thus  setting  a  standard  if  there  is  a  pupil  present  who  can  read  it 
well.  .  Class  members  who  cannot  read  it  well  will  see  thejr  possi- 
bilities for  improvement. 

1.  The  teacher  then  presents  the  lesson  step  by  step,  some- 
what as  follows : 

"In  order  to  recognize  the  sound  of  a  letter  you  must  know  its 
sound — the  names  of  letters  are  often  unlike  the  sound  of  the  letters 
in  a  word.  As  soon  as  you  have  mastered  the  sounds,  much  of 
your  difficulty  in  reading  will  be  overcome. 

"The  first  sound  you  will  need  to  learn  is  this" — (teacher  gives 
the  hard  sound  of  c)..  "Try  it.  I  will  help  you  and  you  may  help 
each  other. "  Repeat  sound  until  mastered. 

2.  The  teacher  should  write  c  on  the  board  and  say,  "This  letter 
is  the  letter  whose  sound  you  have  given.     Sound  it  again.    Write 
it  and  sound  it." 

Note:  The  pupil  has  used  ear,  organs  of  speech,  eye  and  hand.  No  drill 
is  complete  unless  it  has  included  the  complete  unit  of  self-activity.  By 
this  method  the  pupil  has  acquired  command  over  the  items  of  drill  by  the 
chief  avenues  of  recall. 

3.  Repeat  the  process  with  m. 

4.  Encourage  self-drill  and  alternate  sounds  of  hard  c  and  m. 

5.  Teach  "an"  as  a  unit.     (Same  as  above.) 

6.  Sounds  and  symbols  already  mastered  should  be  alternated 
with  new  unit. 

7.  Develop  "all"  in  the  same  way. 

The  teacher  should  watch  closely  for  evidences  of  inaccuracy — 
hesitation,  etc.,  on  the  part  of  pupils,  but  without  manifesting 
undue  criticism.  Her  work  should  be  so  conducted  that  the  pupil 
begins  to  feel  a  sense  of  mastery.  It  is  in  this  psychological  reac- 
tion that  the  student  finds  the  incentive  to  persist. 

Note:  When  the  work  reaches  this  point  the  teacher  is  ready  to  test  her 
pupils  for  recognition  of  elements  in  actual  words.  The  pupil  who  cannot 
recognize  the  new  words  from  known  elements  demonstrates  to  the  teacher 
that  the  drill  work  needs  repeating.  Remember  that  only  through  the 
pupils'  self-activity  are  the  avenues  for  recall  established  and  only  through 
recall  can  elements  be  applied. 

8.  The  teacher  writes  the  world  "call"  on  the  board  and  as 
a  test  of  power,  challenges  the  class  to  read  it. 

Note:  The  wise  teacher  will  not  make  the  error  of  offering  assistance  or 
of  being  over  critical  at  this  point.  Create  a  climax  to  the  sense  of  mastery 
by  praise.  The  correcting  of  any  imperfection  may  be  done  by  incidental 
(and  seemingly  accidental)  repetition  of  the  word. 

9.  Student  writes  the  word  "call." 

10.  Introduce  the  word  "can"  in  similar  fashion,    Follow  by 
drill  and  the  writing  by  pupil. 

11.  Present,  "man"  in  the  same  way. 

11 


12.  Drill  on  writing  words  from  dictation. 

13.  Teacher  now  presents  the  words  "the,"  "me,"  "you"  and 
"I"  as  units. 

14.  The  class  now  returns  to  the  test  theme  and  reads  as  a  test 
of  gains  in  the  lesson. 

15.  Teacher  presents  rearranged^  theme    (No.   II)    based  upon 
the  vocabulary  of  the  drill  lesson. 

16.  Pupils  read  the  theme. 

17.  Pupils  write  new  theme  upon  dictation. 

Unit  I 
Lesson  II 

A  second  drill  exercise  is  given  that  the  teacher  may  see  the 
sequence  in  material  and  its  supplementary  value  to  preceding 
drills. 

Review.  New  Material. 

c  I  t  to 

m  you  d  is 

an  the  r  am 

all  me  h  are 

friends 
boy 
get 
has 
Test  for  Recognition 

I 

Dan  is  a  tall  man. 
Dan  ran  to  meet  me. 
NDan  and  I  are  friends. 
I  am  your  friend. 
You  can  be  my  friend. 

II 

The  tall  boy  has  a  ball  in  his  hand. 

The  man  calls. 

The  boy  lets  the  ball  fall. 

The  boys  will  get  the  ball. 

The  boys  are  the  tall  boy's  friends. 

I  am  the  boy's  (boys')  friend. 

Grammatical 

(Teach  use  of  apostrophe  in  "boy's,"  "boys'  ") 
I  call  We  call 

You  call  You  call 

He  calls  They  call 

Note:  See  suggestions  for  presenting  Lesson  I,  Proceed  from  review 
to  new  material.  Proceed  step  by  step  as  in  Lesson  I.  Haste  tends  to 
confusion.  Remember  that  in  memory  work  each  concept  must  be  clear, 
whether  it  be  a  sound,  a  word,  or  a  sentence. 

12 


Note:  It  is  not  planned  to  attempt  to  master  a  drill  lesson  at  a  single 
period.  The  time  required  will  vary  in  groups  as  well  as  with  individuals 
of  the  same  group.  Thoroughness  is  not  to  be  sacrificed  to  a  time  limit. 

Note  how  sounds  taught  are  fitted  in  and  recognized  by  pupils.  It  is 
not  necessary  to  include  "and"  in  the  word  drills.  It  has  been  mastered 
in  the  mastery  of  "an"  and  "d."  You  will  begin  to  note  the  application  of 
sounds  learned  in  word  drill.  If  the  word  "is"  has  been  taught  and  the 
sound  of  "h"  is  known,  the  word  "his"  will  be  recognized  at  sight.  At  this 
stage  in  the  pupil's  development  the  words  "tan,  hand,  ran,  disk,  ham, 
dash,  hash,  etc.,"  may  be  inserted  in  the  reading  at  any  time  and  will  need 
no  special  drill.  The  teacher  must  make  certain  that  they  are  understood 
and  if  pupils  arc  slovenly  in  enunciation  attention  must  be  called  to  a  more 
careful  observation  of  the  word. 


C 

m 

t  all 
d  an 
r 
h 


Lesson  III.     Leading  to  Unit  II 

Review. 

New 

Material. 

the 

1 

at 

hurt 

you 

s 

it 

doctor 

I 

f 

et 

pipe 

in 

n 

ot 

burn 

am 

k 

ut 

great 

to 

ck 

ell 

pain 

are 

ill 

friends 

has 

boy 

/ 

get 

soon 

come 

dress 

that 

must 

careful 


Test  for  Recognition 
Theme  I 

The  tall  man  is  hurt. 

He  calls  for  a  doctor. 

The  man  has  burned  his  hand. 

He  fell  on  a  hot  pipe. 

He  is  in  pain.    He  cannot  keep  still. 

Soon  the  doctor  will  come. 

He  will  dress  the  burn. 

The  doctor  will  tell  the  man  that  he  must  be  more  careful. 

Theme  II 

Dan,  will  you  call  the  doctor? 

The  tall  man  is  at  the  hut.     He  needs  the  doctor. 

The  man  is  on  the  cot. 

He  was  burned  on  a  hot  pipe. 

The  doctor  will  dress  the  burn  carefully. 

If  the  man  is  careful  he  will  soon  be  well. 

Grammatical 

(Call  attention  to  terminal  marks  used  in  declarative  and  inter- 
rogative sentences.) 


13 


Present  Time  (Tense)  Past  Time  (Tense) 

I  call  We  call  I  called  We  called 

You  call  You  call  You  called  You  called 

He  calls  They  call  He  called  They  called 

Future  Time  (Tense) 

I  shall  call  We  shall  call 

You  will  call  You  will  call 

He  will  call  They  will  call 

Note:  Note  the  rapidity  of  advance  and  the  enormous  amount  of  material 
that  is  within  the  grasp  of  the  pupil  at  the  conclusion  of  Lesson  III.  A 
few  of  the  new  words  that  he  will  be  able  to  recognize  without  assistance 

Themes  in  teaching  English  may  have  as  a  secondary  aim  the 
are  cat,  rat,  mat,  fat,  sat,  met,  let,  set,  net,  sit,  fit,  mitten,  cot,  tot,  rot,  lot, 
not,  hot,  cut,  nut,  hut,  rut,  cell,  tell,  dell,  sell,  fell,  Nell,  mill,  till,  dill,  rill,  hill, 
Lill,  sill,  fill,  kill,  call,  tall,  hall,  fall,  can,  man,  tan,  Dan,  ran,  sand,  fan,  hand, 
and,  can't,  fans,  sits,  and  fain,  rain,  main,  drain,  and  there  are  hosts  of  others. 
Any  of  these  words  may  be  used  in  the  themes  and  will  need  no  special 
drill. 

The  device  of  having  pupils  give  sentences  containing  the  new  words  will 
cover  two  aims.  First,  the  specific  aim  to  ascertain  the  fact  that  the  words 
are  understood,  and  the  secondary  aim  of  developing  fluency  in  oral  ex- 
pression. 

DEVICES  FOR  SECURING  ORAL  FLUENCY 
Silent  Reading 

Oral  reading  may  be  mere  word  calling.  Through  silent  reading 
and  oral  explanations  one  may  test  reading.  In  foreign  classes  the 
device  becomes  doubly  valuable  as  a  means  of  acquiring  a  fluent 
oral  English.  Silent  reading  has  its  place  in  every  class  but  as  the 
pupils  advance  to  F-III  and  F-IV  the  time  given  to  silent  reading 
exercises  should  increase. 

It  is  only  in  F-I  and  F-II  that  the  reading  and  speaking  vocabu- 
lary will  anywhere  nearly  coincide.  In  F-III  and  F-IV  devices  that 
will  assist  the  pupil  to  speak  as  fluently  as  he  reads  are  not  only  a 
help  but  an  absolute  necessity.  Oral  reports — the  relating  of  ex- 
periences, descriptions  and  debates,  are  a  few  of  the  devices  that 
will  be  of  use  in  this  work. 

Use  of  Dictionary 

The  foreign  adult  will  scarcely  need  be  taught  the  use  of  the 
dictionary.  Ascertain  if  such  need  exists  and  in  those  cases  demon- 
strate its  use.  It  will  be  found  that  in  beginners'  classes  our  dic- 
tionaries are  of  little  use  because  the  definitions  are  harder  to 
master  than  the  word  itself.  In  beginners'  classes  the  teacher  and 
class  should  work  out  the  meanings  of  new  words  together.  Direct 
method  (from  object  or  action  to  word)  should  be  emphasized  in 
teacher  and  class  activity. 


14 


PART  II. 

GENERAL   SUGGESTIONS   FOR   COURSE   STUDY 

WRITTEN  WORK 

All  written  work  should  develop  along  logical  lines  towards  inde- 
pendent expression  in  writing. 

Suggestions  for  the  developing  of  writing  ability  are  as  follows : 

1.  Writing  a  letter  upon  hearing  its   sound.     Writing  phonic 
words. 

2.  Copying   sentences    (limited   to   period   when    illiterates   are 
learning  to  write.) 

3.  Copying  sentences  filling  in  verbs. 

4.  Copying  sentences,  filling  in  verbs  and  other  words. 

5.  Writing  dictated  sentences. 

6.  Writing  answers  to  questions. 

7.  Writing  introductory  sentences. 

8.  Writing  short  paragraphs. 
9. .  Writing  letters. 

10.     Banking  forms,  bills,  receipts,  etc. 

Note:  Throughout  the  written  work  attention  to  punctuation,  capitaliza- 
tion, abbreviations  must  be  given  as  needs  arises. 

F-I 

A  pupil  completing  F-l  should  recognize  the  kinds  of  sentences 
and  the  proper  terminal  mark  for  each.  He  should  know  the  use 
of  quotation  marks,  apostrophe  and  comma.  He  should  know 
where  to  use  capitals  and  the  abbreviations  most  commonly  met 
with.  (See  suggested  material  page.) 

All  exercises  in  spelling  should  contribute  to  development  in 
writing. 

F-II 

The  written  work  in  F-II  should  be  correlated  with  any  subject 
taught  for  information.  Give  attention  to  and  development  of 
further  knowledge  of  punctuation,  capitals,  abbreviations,  etc. 
Introductory  sentences  and  paragraphs  should  receive  attention 
and  work  in  filing  forms  should  begin.  The  letter  form  should 
receive  attention  as  soon  as  the  logical  preliminary  work  has  been 
mastered. 

F-III 

In  F-III  the  pupil  should  work  on  the  construction  of  the  para- 
graph and  work  should  continue  and  extend  to  description,  narra- 
tive and  exposition.  Letter  writing  should  be  developed  and  should 
cover  business  and  social  needs.  (For  suggested  topics,  see 
page  ??.) 

F-IV 

Writing  in  F-IV  will  find  its  place  in  the  various  subjects 
taught.  It  need  no  longer  be  an  aim  in  itself. 

Note:  It  is  suggested  that  the  Ayers  Writing  Scale  be  used  as  an  in- 
centive to  care  where  pupils  have  not  acquired  an  established  grade  of  pen- 
manship. (This  applies  to  illiterates  particularly.) 

IS 


SPELLING 

The  work  in  spelling  should  be  covered  in  the  writing  period. 
To  make  sure  that  the  quality  of  the  spelling  work  is  not  being 
sacrificed  to  writing,  it  is  recommended  that  the  new  Tentative 
Course  of  Study  in  Spelling  be  followed.  Spelling  in  the  Evening 
Elementary  Schools  should  not  be  limited  to  these  lists  but  they 
should  form  a  minimum  of  material  for  spelling.  Grades  I  and  II 
may  be  considered  an  equivalent  for  F-I,  etc. 

Work  in  spelling  must  not  be  made  a  purely  mechanical  matter. 
Read  carefully  the  suggestions  to  teachers  contained  in  the  course 
recommended  and  select  those  devices  that  you  think  will  prove 
most  effective  in  your  group.  All  tests  may  be  given  as  writing 
exercises. 

GRAMMAR 

Much  of  the  work  given  below  is  covered  under  the  plans  for 
written  work.  Because  of  the  limited  amount  of  time  for  the  teach- 
ing of  the  various  subjects  they  should  be  correlated  as  often  as  is 
possible. 

F-I 

No  grammar,  as  such,  need  be  given  in  F-I.  The  work  in  Eng- 
lish should  cover  an  acquaintance  with  the  kinds  of  sentences  ac- 
cording to  use  and  the  correct  punctuation  of  same.  It  should 
include  the  correct  use  of  capitals  and  the  past,  present  and  future 
tense  forms  of  verbs  used  in  themes.  Attention  must  be  given  to 
the  correct  use  of  pronouns.  Right  habits  are  of  more  importance 
than  analytical  skill. 

F-II 

Continue  work  of  F-I.  Work  with  the  sentence  will  now  include 
recognition  of  its  principal  parts  (subject  and  predicate)  and  much 
drill  with  verbs,  using  such  devices  as  filling  blanks  in  sentences, 
changing  the  form  or  tense  of  given  sentences,  etc.  The  work 
should  be  confined  at  this  time  to  tenses  of  indicative  and  impera- 
tive moods.  Continue  drill  work  with  pronouns. 

F-III 

Work  in  F-III  should  inchide  a  recognition  of  the  common  uses 
of  nouns  and  pronouns,  phrases  and  clauses  and  kinds  of  sentences 
based  upon  structure. 

Note:  Bear  in  mind  that  grammar  should  not  be  taught  as  a  science  but 
as  a  means  to  an  end.  The  chief  value  of  a  knowledge  of  grammar  is  to 
enable  a  student  to  detect  and  correct  his  own  errors. 

F-IV 

F-IV  work  includes  a  general  review  of  grammar  stressing 
letter-writing,  (see  page  24)  and  composition  and  the  study  of  well 
written  selections  of  literature.  The  work  in  F-IV  should  be  aimed 
to  give  a  practical  use  of  English  and  to  establish  good  habits  in 
English. 

ARITHMETIC 

The  teaching  of  arithmetic  in  classes  of  adults  presents  a  many- 
sided  problem.  Pupils  classified  on  the  basis  of  English  may  have 
no  common  ground  from  which  to  make  a  uniform  advancement  in 
arithmetic.  A  few  suggestions  as  to  how  to  meet  some  of  the 
immediate  difficulties  may  simplify  the  problem. 

16 


Pupils  enrolled  in  a  unit  (say,  F-I)  will  be  expected  to  have 
attained  to  a  certain  standard  of  knowledge  and  skill  at  the  com- 
pletion of  the  work  of  that  unit.  Upon  testing,  all  those  who  show 
that  they  have  the  required  skill  may  be  released  at  once  from 
taking  arithmetic  and  may  spend  that  period  on  Englishr  -Those 
who  have  mastered  a  part  of  the  required  work  may  enter  the 
arithmetic  division  when  it  has  reached  the  grade  of  work  in  which 
they  are  deficient. 

When  tests  show  a  sufficient  skill  in  the  work  required  for  that 
unit  the  work  may  be  discontinued  as  a  part  of  the  regular  program 
and  given  only  as  an  occasional  drill  or  as  a  part  in  lessons  taught 
for  information. 

Suggestions  for  required  ability  in  arithmetic  in  the  various  units 
are  as  follows : 

F-I 

Addition,  subtraction,  multiplication,  division. 
Practical   problems  involving  the   application   of  addition,   sub- 
traction, multiplication  and  division. 

Note:  Use  in  connection  with  the  above  work  the  drill  cards  to  be  secured 
upon  application  to  your  principal. 

F-II 

United  States  money. 

Bills 


Receipts 

Banking — Deposits 


savings 

commercial  accounts 

transfers  of 


Bank  Statements  (how  to  read). 
Check  Books  (how  to  balance). 

How  to  send  money  to  people  at  a  distance  (at  least  two  means). 
Simple  denominate  numbers  not  involving  fractions  but  involv- 
ing reduction  to  higher  and  lower  terms. 
Practical  application  in  problems. 

F-III 
Factoring. 
Fractions,  processes,  business  application. 

Note:  Do  not  use  impractical  problems.  For .  example,  inches  are  not 
usually  divided  beyond  thirty-seconds,  pints  to  half-pints,  pounds  to  halves 
and  fourths,  etc. 

Fractional  relations. 

Decimals. 

F-IV 

Denominate  numbers  (review  F-II),  teach  reductions  involving 
fractions. 

Practical  measurements. 

-p      •         /decimals 

Review    |fractional  relations 

17 


Teach  percentage. 

Review  banking  forms. 

Teach  notes  and  partial  payments. 

Supplementary 

Ratio  and  proportion. 
The  right  triangle. 
Powers  and  roots. 
Mensuration. 

Note:  The  application  of  arithmetical  problems  should  depend  upon  the 
problems  and  needs  of  the  individual  members  of  the  class.  This  will  in- 
volve assignments  for  outside  work,  but  it  is  important  that  the  pupil  re- 
ceive the  specific  information  that  will  apply  on  his  present  needs. 

Note:  In  case  members  desire  technical  arithmetic  to  supplement  prac- 
tical arithmetic,  the  work  may  be  given  as  suggested  above. 

GEOGRAPHY  AND  HISTORY 

Geography  finds  its  place  in  the  evening  school  in  its  correlation 
with  history  and  other  subjects.  In  the  teaching  of  local  civics, 
both  history  and  geography  have  a  definite  place.  The  civics  of 
today  is  the  outgrowth  of  the  history  of  yesterday  and  the  geog- 
raphy of  the  areas  that  contribute  to  the  present  development  of  the 
city  cannot  be  ignored.  They  are  a  definite  factor  in  the  problem. 

The  time  and  place  for  acquiring  knowledge  of  local  affairs  is 
determined  by  the  needs  of  the  individual.  The  earlier  such  in- 
formation reaches  the  foreigner,  the  more  easily  can  he  adjust  him- 
self to  his  new  environment. 

F-I 

introduction  to  future  experiences  in  the  work  in  civics.  No  at- 
tempt should  be  made  in  F-I  to  make  the  teaching  of  geography 
or  history  an  immediate  aim. 

F-II 

The  study  of  local  geography  and  history  should  be  completed 
in  F-II.  (See  "Civics,"  page  25.)  The  topics  as  suggested  in  the 
following  outline  for  correlations  should  be  developed. 

Note:  The  unit  arrangement  is  merely  to  show  correlation  and  not  in- 
tended as  a  teaching  order. 

Unit  I 

Discovery  Period. 

(Incidental  world  geography.) 

Unit  II 

Exploration  Period. 

(General  geography  of  Western  Hemisphere.) 

Unit  III 

Settlement  and  Colonial  Period. 

(General  geography  of  eastern  United  States.) 

18 


Unit  IV 

French  and  Indian  War  Period. 
(Geography  of  area  involved.) 
Teaching  points  other  than  aims  of  nations  or  leaders. 

1.  Unity  of  colonial  aims. 

2.  Fusing  of  population  to  homogenous  group,  conscious  of 
common  interests,  their  own  strength  and  their  ability  to  solve 
their  own  problems. 

Unit  V 
Revolutionary  War  Period. 

Causes  to  include  taxation  without  representation,  intrusion 
upon  private  rights,  unjust  assignment  of  newly  acquired  terri- 
tory to  Quebec. 

Teach  war  by  its  heroes  under  classifications: 

1.  Statesmen. 

2.  Military  leaders. 

3.  Foreign  volunteers. 

Unit  VI 

Evolution  of  a  government. 

Teaching  points  other  than  actual  events: 

1.  Date  of  Declaration  of  Independence. 

2.  Date  of  establishing  working  form  of  government. 
Question:     If  it  took  nearly  thirteen  years  to  establish  a  stable  govern- 
ment in  a  united  country,  how  long  would  it  require  in  a  divided  country? 

F-III 
General  review  of  units  outlined  for  F-II.     Subjects  completed. 

Unit  VII 

Period  of  Expansion :  1803-1867. 

(Geography  of  southern  and  western  United  States.) 

Florida  (from  whom,  how  acquired,  extent,  area). 

Louisiana  Purchase,  Texas. 

Mexican  Territory. 

Gadsen  Purchase. 

Oregon  Territory. 

Alaska. 

Suggestion:     Make  comparison  of  value  of  Louisiana  Territory  with  a 
county  in  Michigan.     Three  downtown  blocks  in  this  city. 

Unit  VIII 

Pre-Civil  War  Period. 

Secession  cause  of  Civil  War. 

Problems  leading  to  break,  trade,  industrial,  slavery,  and  other 
questions. 

Unit  IX 

(If  interest  and  class  are  suitable  a  general  survey  of  Civil  War 
from  the  point  of  view  of  campaign  plans  may  be  made.     This 

19 


should  not  be  attempted  except  where  teacher  and  class  have  the 
common  interest  and  understanding  of  this  brought  out  as  a  study 
of  heroes.) 

Note:     Unit  IX  may  be  omitted. 

Unit  X 
Period  of  Reconstruction  Following  the  Civil  War. 

Deal  with  from  an  industrial  and  political  viewpoint  but  stress 
the  former. 

Unit  XI 

Show  Part  of  United  States  in  War  With  Spain.      (Protectorate 
for  freedom.) 

New  territory  under  protection  of  United  States. 
Panama  Canal. 
Part  in  World  War. 

CIVICS 
F-I 

The  teaching  of  civics  in  F-I  should  be  purely  incidental  and 
may  occur  in  themes  about  city  departments.  The  work  should 
be  a  foundation  for  subsequent  teaching  of  local  civics.  In  F-I  the 
immediate  aim  in  all  work  is  to  develop  a  knowledge  of  English — 
civics  has  its  place  in  the  material  used  for  this  purpose. 

F-II 

Classes  in  the  F-II  group  will  complete  the  study  of  local  civics 
with  its  correlations  of  local  geography  and  local  history.  (See 
suggestions  for  material  on  pages  25  and  26.) 

F-III 

A  general  understanding  of  the  United  States  Constitution  and 
aims,  both  from  the  citizenship  and  governmental  standpoints 
should  be  gained  in  F-III.  (See  suggestions  for  supplementary 
material,  pages  26-27.) 

F-IV 

The  work  in  F-IV  should  include  a  general  review  of  local  and 
United  States  government  and  a  survey  of  the  machinery  of  state 
government  taught  through  concrete  experiences. 


PART  III. 

GENERAL  SUGGESTIONS  FOR  MATERIAL 

Homonyms 

There  are  about  three  hundred  homonyms.  Teach  them  as  they 
present  themselves  in  relation  to  other  material. 

Synonyms 

Synonyms  are  taught  in  various  ways.  In  advanced  classes  the 
dictionary  has  its  definite  place  in  the  work.  In  less  advanced 
groups  teach  by  illustration  in  sentences.  These  should  be  dealt 
with  as  they  are  met  with  in  other  work. 

20 


Prefixes  and  Suffixes 

ed  ish  en  ad 

ing  ize  un 

ly  less  im  under,  over 

er  ness  sub  ante 

est  ist  re  super 

ess  tion  pre  pro 

able,  ible  some  post  semi 

ary  ate  de  co-con-co 

ine  ant  inter  bi 

in,  il,  ig,  iui 

Note:  In  teaching  "ed"  show  that  it  becomes  a  separate  syllable  after 
the  sound  of  "d"  or  "t"  as  in  "want-wanted,"  and  it  becomes  a  part  of  the 
word  in  its  pronunciation  when  no  "d"  or  "t"  prevents,  as  in  "play-played." 

Develop  spelling  of  the  "ing"  words  in  connection  with  Unit  II  drill 
lessons.  Such  rules  should  be  demonstrated  as:  Words  ending  in  silent 
"c,"  drop  the  "e"  in  adding  "ing."  (Complete  unit.) 


SUGGESTED  TOPICS  FOR  THEMES 

Choose  those  suited  to  the  needs  of  your  class. 
(To  be  developed  according  to  capacity  and  needs  of  individual 
groups.) 

Going  to  work \  (idea  of  bath  morning  or  evening) 

Coming  home / 

Going  to  school 

Getting  ready  for  a  meal 

To  eat  a  meal  at  home 

To  eat  a  meal  at  a  restaurant 

To  invite  a  guest  to  eat  a  meal     , 

To  introduce  a  friend 

To  inquire  the  way 

To  direct  a  stranger 

To  look  for  a  room ] 

To  rent  a  house \  writing  of  advertisements 

To  rent  an  apartment.  . . J 

To  pay  rent  (Pay  by  check  or  get  a  receipt) 

To  write  a  letter 

To  register  a  letter 

To  buy  a  postal  money  order 

To  use  a  telephone 

To  send  a  telegram 

To  send  a  cablegram 

To  visit  the  library 

To  visit  the  museum 

To  visit  an  art  museum 

To  spend  a  holiday 

To  go  to  a  doctor 

To  go  to  a  clinic 

To  go  to  a  hospital 

21 


To   travel \  to  buy  a  ticket 

f  to  check  baggage 
I  savings  account 

To  bank >  commercial  account 

j  to  transfer  an  account 

Reading  price  signs ;  i.e.,  2  for  7c,  etc. 

Reading  printed  signs  on  cars,  in  theaters,  factories,  and  streets 

Memorizing  slogans 

railroad  ticket 
reserving — berth,  etc. 

Buying ticket  to  theater,  reserving  seat 

ordering  a  tailored  suit— goods,  style,  fit,  etc. 
ordinary  shopping 

in  a  building 
Asking  one's  way  or  getting  information  from     on  street 

signs — where  found,  etc « in  car 

in  department  store 
at  a  railroad  terminal 
raise  in  salary 
a  position 

Applying  for  (oral) a  day  off 

a  week's  vacation 

a  change  in  position  or  department 
fby  mail 

[sending  it    \by  telegraph 
Money  < 

(banking  it   [savings 

•{commercial — checking  on  commercial  account 
(See  Arithmetic)        [transfer  savings — calling  for  statements,  etc. 

industrial 
industrial 

Insurance — Kinds  of  Policy  (Life) \  accident 

10  pay  life  endowment 
20  pay  life  endowment 
fire  | 

Insurance ^transfer  of  policy 

traveler's] 
to  hunt  (vacation) 

Getting  a  license to  peddle 

to  marry,  etc. 


General 


Ventilation 
Baths., 


HYGIENE  TOPICS 

necessity  for  rest 

necessity  for  exercise 
j  necessity  for  wholesome  food 

necessity  for  sleep 
(necessity  for  recreation 
day — night 
(time  for 

kind  of 

value  of 


22 


lung  structure — use 

value  of 

air 
[as  an  exercise 

Deep  breathing \ 

Skin  as  a  factor  in  eliminating  waste 

kinds  of  underwear  to  suit  season 
Clothing •  goods  best  for  outside  wear 

cleanliness 

fit  of — care  of 
Going  to  a  dispensary — dental  clinic  or  doctor 

care  of 
Teeth \ kind  of  fillings 

crowning 

bridge-work,  etc. 

cleanliness 

nails 


Care  of  feet 


Precautions  in 


Prevention  of 
accidents . . 


corns 

fit  of  shoes  and  hose 

contagious  diseases 

refuse  (in  tuberculosis,  scarlet  fever,  typhoid 

in  garbage 

vaccination 

noticing  traffic 

noting  traffic  signals 

observing  rules  of  the  road 

crossing  car  tracks 

fire  prevention 


LITERATURE  LIST 

Conspiracy  of  Pontiac. 

The  White  Feather. 

The  Man  Without  a  Country.    Hale. 

I  Hear  America  Singing.     Whitman. 

Pioneers!   O,  Pioneers!    Whitman. 

O,  Captain  !  My  Captain ! 

Hushed  Be  the  Camps  Today. 

Indian  Stories.    Newell. 

Death  of  Benedict  Arnold.    Read. 

Daniel  Boone. 

Travels  at  Home.    Twain. 

Lincoln's  Speeches. 

This  Dust  Was  Once  the  Man. 

Julius  Ceaser.    Shakespeare. 

Life  and  Song.    Lanier. 

Flower  in  a  Crannied  Wall.     Tennyson, 

Columbus.    Joaquin  Miller. 

The  Chambered  Nautilus.    Holmes, 

Trees Collected  Poems.    Joyce  Kilmer. 

"Trees"  and  Other  Poem^ 
New  Poetry:  Anthology  (page  150). 


23 


A  Psalm  of  Life.     Longfellow. 

Old  Ironsides.     Holmes. 

Work.     (Collected  poems.)     Henry  Van  Dyke. 

The  Recessional.    Kipling. 

The  Day  Is  Done.    Longfellow. 

SUGGESTIONS  FOR  WRITTEN  WORK 

Copy  sentences. 
Copy  sentences,  filling  blanks. 
Sentences  written  from  dictation. 
Written  answers  to  definite  questions. 

Note:    Lead  from  simple  questions  as: 

What  do  we  do  with  a  knife? 
What  is  bread  for? 
What  do  we  do  with  ink? 
What  thing  do  you  see  that  is  round? 
What  thing-  do  you  see  that  is  blue? 
(Enlarge  upon  above.) 

Composition  of  the  sentence  continued  to  the  paragraph — teach 
the  paragraph.     Write  advertisements,  etc. 
Teach  what  an  introductory  paragraph  is. 
Teach  addressing  envelopes  (return  address  included). 
Orders  for  goods. 

Reporting  shortages  on  goods  received,  etc. 
Inquiry  regarding  joining  of  a  society. 

(Heading) 
Detroit,  Michigan. 

(Date)  Oct.  1,  1919. 
(Address) 

Name 

Place 

Salutation. 
Introductory  paragraph. 

Body 

Closing 

Write  letters  of 

[a  position 
Application ]  better  pay 

transfer  in  department 

membership  in  lodge,  etc. 

'cost  of  goods— books— lodging 


Inquiry, , 


catalog 


interpretation — Workmen's  Compensation  Law 

work  of in  school 

Excuse. 

24. 


Excuses 


Letter  reporting. 


Letters  of 
Complaint . 


absence  from  school 

absence  from  work 

regrets  (informal) 

failure  to  do  certain  work  or 

to  keep  a  promise 

sickness 

loss 

accident  (to  Compensation  Bureau  or  Ins.  Co.) 

fire  (to  Insurance  Company) 

garbage 

dark  streets 

dark  hall-ways 

overcharges 

to  landlord 

to  foreman 

to  Board  of  Health 

to  policeman 


GENERAL  SUGGESTIONS  FOR  HISTORY 

All  history  should  be  taught  as  explanations  of  present  develop- 
ments or  problems.  The  problem  is  in  the  present — its  explanation 
in  the  past — its  solution  in  the  future. 

The  following  topics  are  mentioned  as  interesting  material  from 
which  may  be  selected  topics  that  will  be  of  special  interest  to  the 
group  involved : 

Note:     Use  maps  in  all  history  classes. 

Comparison  of  present  immigration  to  past — apply  to  periods : 

1620—1776 

1776—1850 

1850—1890 

1890—1914 

1918— date 
Agricultural  Growth 
Industrial  Growth 
Territorial  Growth 
Commercial  Advance 
Educational  Advance 


Cultural  Development 


literature 
fine  arts 
music 
[industrial  art 
Effect  of  each  upon  population  and  government. 

CIVICS 

Begin  study  of  Detroit  by  using  map  of  city. 
I.          Teaching  reading  to  scale — directions 

Call  attention  to  diagonal  streets:    Fort,  Michigan,  Grand 

River,  Woodward,  Gratiot  and  E.  Fort. 

Tell  early  plan  of  city:  Streets  radiating  like  spokes  of  a 
wheel  from  City  Hall.  Show  how  these  streets  aid  in  trans- 
portation by  cutting  off  distances. 


25 


II.  Population — Show  centers  of  different  foreign  peoples. 

III.  Show  industrial  and  residential  sections. 

IV.  Early  history — Bring  down  to  date,  showing  important  facts 

about  the  city. 

V.  Community   is   seeking   necessities    and   comforts   of   life- 

health,  protection  of  life  and  property,  education,  recrea- 
tion, communication,  transportation,  wealth. 
How  obtained — through  the  government. 

VI.  Government  of  Detroit — old  and  new  charter: 

[legislative 

Three  branches    j  executive 
(judicial 

VII.  Legilstive — councilmen  fhow  elected 

\how  formerly 

Teach  wards — retained  for  assessments — election  of  con- 
stables; jurors  and  voting  purposes,  show  parallel  between 
rules  of  factories,  schools,  etc.,  and  laws,  as  rules  of  the 
government. 

(term 
Mayor  \veto  power 

VIII.  Executive      To  assist  in    carrying  out  work  of  city,   there 

are  a  number  of  different  departments — Mayor 
has  power  to  appoint  commissioners  of  these. 
These  departments  are: 

Board  of  PubUc  Works 

Dept.  of  Parks  and  Blvds. 

Corporation  Counsel 

City  Comptroller 

City  Clerk 

City  Treasurer 

Police  Dept. 

Fire  Dept. 

Public  Health 

Board  of  Education 

IX.  Judicial    f Police  Court — powers 

\Recorder's  Court — powers 

The  foreigner  has  already  come  into  direct  contact  with  the 
United  States  Government.  He  knows  something  about  it  even 
prior  to  his  embarking  upon  his  journey  to  it.  He  learns  some 
about  it  as  soon  as  he  arrives  at  his  destination. 

I.          Advantages  of  American  Citizenship. 

1.  To  vote 

2.  To  hold  office 

3.  Provide  protection  of  life,  liberty  and  property  at  home 

and  abroad. 

security  of  homes 


4,    Promote  happiness  by 


26 


development  of  better  economic 

conditions 
advance  in  education 


5.    Secure  certain  employment  in  civil  service 


janitors 
engineers 


clerical,   etc. 

6.  Privilege  of  license. 

7.  Bring  out  the  fact  that   United  States  citizens  have 
always  had  these  privileges.     Small  republics  of  Europe  are 
now  hoping  for  them. 

Who  are  citizens  of  the  United  States  ? 
How  to  become  a  United  States  Citizen. 
First  papers      f  content 

\method  of  procedure 
Second  papers  /content 

\method  of  procedure 
Status  of  wife  and  children. 
II.        Our  Government  a  Democratic  Republic. 
Laws  altered  by  power  of  ballot. 
Comparisons  and  contrasts  with  "ruling  class"  government. 

"The  people  are  the  government." 
Tri-partate  system.     Analagous  to  city  government. 
Parties  and  Independent  voting.     (How  to  register  and  vote.) 
I.          What  the  State  is. 

Legislative 


Its  political  structure 


Executive 


<  Judicial 

[Various  Boards  and  Commissioners. 
(The  county). 
II.        What  the  State  Does. 

religion 


Educational  system 


marriage 


contracts,  etc. 
Makes  most  of  the  laws  that  guide  us. 
How  the  county  officials  function  here. 
The  county — Compare  with  city  government. 
Departments  common  to  each. 
Departments  differing  to  each. 
Townships — analagous  to  wards,  etc. 

Signs  in  Common  Use 

Exit 

This  Way  Out 

Danger 

Keep  to  the  Right 

Entrance 

Look  Out  for  Paint 

Fresh  Paint 

Line  Forms  on  This  Side 

Pull 

Ticket  Office 

Box  Office 

Push 


27 


Not  Responsible  for  Goods  Left  Over  Thirty  Days 

Danger— Crossing 

Do  Not  Cross  the  Tracks 

No  Smoking  or  Carrying  of  Lighted  Cigars 

Keep  Out 

Passengers  Are  Forbidden  to  Stand  on  Platforms  of  Trains 

Hands  Off 

Not  Responsible  for  Hats  or  Coats 

Office  Hours— 9  to  12  A.  M.— 1  to  3  P.  M. 

Street  Closed 

Private 

Smoking  Room 

.Waiting  Room 

Rooms  to  Rent 

Apartment  to  Rent 

Drive  Safely 

Count  Your  Change 

Safety  First 

Keep  Away  From  the  Gates       . 

Danger— Look  Out  for  Cars 

Danger — Gasoline — No  Smoking 

Please  Close  the  Door 

No  Admittance  Except  Employees 

This  Way  Out 

Drive  Slowly 

This  Stairway  for  Women's  Use  Only 

In 

Out 

Office 

Spitting  on  the  Floor  Prohibited 

Private  Office 

All  Wounds,  No  Matter  How  Slight,  Must  Be  Treated  at  the 
Hospital  As  Soon  As  Received 

Danger — Do  Not  Enter  This  Room  Except  Wearing  Goggles. 
To  Do'So  May  Blind  You 

Danger — Remove  Clothing  If  Saturated  With  Gasoline  or  Seri- 
ous Burns  of  the  Skin  May  Result 

SOME  OF  THE  COMMONER  QUOTATIONS 

Haste  makes  waste. 

The  only  way  to  have  a  friend  is  to  be  one. 

Never  spend  your  money  before  you  have  it. 

A  good  name  is  better  than  great  riches. 

Speech  is  silver.    Silence  is  golden. 

i^ook  ueiore  you  leap. 

A  stitch  in  time  saves  nine. 

Do  not  cry  over  spilt  milk. 

Birds  of  a  feather  flock  together. 

Never  find  pleasure  in  another's  misfortune. 

Rome  was  not  built  in  one  day. 

One  today  is  worth  two  tomorrows. 

28 


Health  is  better  than  wealth. 

Do  to  others  as  you  would  have  others  do  to  you. 
It  is  never  too  late  to  learn. 
Better  late  than  never. 
A  penny  saved  is  a  penny  earned. 
A  bank  account  is  old  age  insurance. 

Save  the  pennies  and  the  dollars  will  take  care  of  themselves. 
Enough  is  better  than  too  much. 
An  empty  barrel  makes  the  loudest  noise. 
Look  up  and  not  down.     Look  forward  and  not  backward. 
Lend  a  helping  hand.         ; 

Do  not  count  your  chickens  before  they  are  hatched. 
A  place  for  everything  and  everything  in  its  place. 
Never  put  off  till  tomorrow  what  you  can  do  today. 
Deeds  are  greater  than  words. 
Well  begun  is  half  done. 
When  the  cat's  away,  the  mice  will  play. 
You  cannot  eat  your  cake  and  have  it,  too. 
An  ounce  of  prevention  is  worth  a  pound  of  cure. 
Many  hands  make  light  work. 
Kind  words  never  die. 
Honor  thy  father,  and  mother. 
Every  little  helps. 
Think  twice  before  you  speak. 
The  early  bird  catches  the  worm. 
A  soft  answer  turneth  away  wrath. 
All  things  come  to  him  who  waits. 
Lost  time  is  never  found  again.  , 

All  that  glitters  is  not  gold. 
He  who  cannot  obey  cannot  command. 
God  helps  those  who  help  themselves. 
Better  alone  than  in  bad  company. 
Live  for  something. 

The  United  States  is  a  Government  of  the  People,  by  the  People 
and  for  the  People. 

Real  freedom  works  hardship  on  none. 

If  you  wish  a  thing  well  done,  do  it  yourself. 


PART  IV. 

SUGGESTIONS  AS  TO  TESTS 

No  special  measurement  tests  have  been  developed  in  Detroit 
for  adults  but  considerable  satisfaction  may  be  had  in  the  use  of 
existing  tests  for  arithmetic,  spelling,  writing  and  reading.  A  few 
suggestions  for  tests  for  promotion  follow: 

Test  for  Promotion  from  F-I — English : 

Ability  to  read  at  sight,  reading  material  equivalent  to  that  com- 
pleted in  second  grade,  public  school  course  and  to  give  thought 
in  context.  Ability  to  write  simple  sentences  and  develop  a  simple 
oral  theme. 

Material  for  evening  elementary  schools  will  not  conform  to 
literature  used  in  day  schools.  By  examining  such  selections  as 
"Why  the  Sea  is  Salt,"  page  97,  Reading  Literature,  Free  and 
Treadwell,  or  "The  Little  Grey  Pony,"  Easy  Road,  page  78,  some 
comparison  may  be  made  as  to  difficulty  in  selections  to  be  chosen 
as  tests. 

Test  for  Promotion  From  F-II : 

Ability  to  read  at  sight  and  to  give  thought  in  context  in  theme 
in  selections  equivalent  to  those  completed  in  fourth  grade.  Write 
dictated  sentences,  answers  to  questions,  fill  blanks  with  common- 
est pronouns  and  verb  forms,  write  ordinary  letters  ordering  goods, 
or  of  complaint,  applications,  etc.  Ability  to  make  themselves  un- 
derstood in  ordinary  social  and  industrial  conversations. 

Notes:   See  Spelling;  Reading;  Grammar; — Course  of  Study. 
Teacher  read  selections  listed  as  a  basis  as  to  difficulty  in  selec- 
tions chosen  for  tests. 

Hans  and  the  Four  Great  Giants.     (Page  248,  Elson  Pri.  Bk.  3.) 

The  Cave  of  Gold.     (Page  117,  The  Natural  Method.) 

The  Early  Cave  Men.     (Book  2,  page  71,  The  Natural  Method.) 

Test  for  Promotion  From  F-III: 

Ability  to  read  at  sight,  and  give  thought  in  selections  rated  upon 
the  basis  of  that  mastered  at  completion  of  sixth  grade.  Ability  to 
write  business'  letters,  spell  words  ordinarily  used  in  simple  forms 
of  business  communications,  to  take  part  intelligently  in  discus- 
sions on  subjects, with  which  they  are  acquainted. 

Notes:   See  Spelling;  Reading;  Grammar; — Course  of  Study. 

Teacher  read  following  selections  as  a  basis  for  determining  diffi- 
culty in  selections  chosen  for  testing  pupils : 

The  Emperor's  New  Clothes.  (Aldine  Fourth,  page  80,  page  223.) 

The  Princess'  Escape  from  the  Goblins. 

Test  for  Promotion  From  F-I V : 
Requirements  for  entrance  to  local  high  school, 


30 


FEB    2    1933 
DEC  111933 


Syracuse,  N.  V. 
PAT.  JAN,  21,  1908 


'51247 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


